This summary was written and compiled by Karin Kirk, SERC, and contains an overview of motivation research and pertinent references. Show Self efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. These students will put forth a high degree of effort in order to meet their commitments, and attribute failure to things which are in their control, rather than blaming external factors. Self-efficacious students also recover quickly from setbacks, and ultimately are likely to achieve their personal goals. Students with low self-efficacy, on the other hand, believe they cannot be successful and thus are less likely to make a concerted, extended effort and may consider challenging tasks as threats that are to be avoided. Thus, students with poor self-efficacy have low aspirations which may result in disappointing academic performances becoming part of a self-fulfilling feedback cycle. (Bandura (more info) ) [Margolis and McCabe, 2006] How can students gain self-efficacy?There are four sources of self-efficacy. Teachers can use strategies to build self-efficacy in various ways. Mastery experiences - Students' successful experiences boost self-efficacy, while failures erode it. This is the most robust source of self-efficacy. Pedagogic strategies that foster self-efficacyIt is particularly exciting to note that teaching strategies used in the classroom can and do make a difference to students' self-efficacy. (Fencl and Scheel, 2005) Research shows that the type of learning environment and teaching method can improve self efficacy in the classroom (Bandura (more info) ). A similar result was reported by Fencl and Scheel . They describe a required, nonmajors' physics course where the effects of different teaching methods on the classroom climate and self-efficacy were measured. The students' response indicated that a question and answer format, inquiry-based lab activities and conceptual (rather than quantitative) problems had a significant effect on creating a positive climate in the classroom. In addition to those pedagogies, collaborative learning and the use of electronic applications showed a positive correlation with increased self-efficacy in their student sample. Fencl and Scheel point out that the teaching methods that showed a measurable positive effect share the common feature of engaging students in a comfortable or creative manner. Moreover, pedagogies such as collaborative learning and inquiry-based activities have also been shown to have a strong correlation with how well students learn physics [Fencl and Scheel, 2005] . Bandura also concludes that cooperative learning strategies have the dual outcome of improving both self-efficacy and academic achievement. "Cooperative learning structures, in which students work together and help one another also tend to promote more positive self-evaluations of capability and higher academic attainments than do individualistic or competitive ones." (Bandura (more info) ) Other pedagogies for improving self-efficacy include:
Teaching Practices to AvoidIn his 1994 textbook chapter, Albert Bandura notes that certain well-worn pedagogical practices may have the unintended effect of diminishing the self-efficacy of students who do not reside at the top of the class academically. These include:
Tips to improve self-efficacy for struggling students(from Margolis and McCabe, 2006 )
Teachers need high self-efficacy tooTeachers with a high sense of efficacy about their teaching capabilities may have an easier time motivating their students and enhancing their cognitive development. These teachers may also be able to rebound from setbacks and more willing to experiment with new ideas or techniques. Low efficacious teachers may rely more on a controlling teaching style and may be more critical of students. [Woolfolk Hoy, 2003] and (Bandura (more info) ) "Schools in which staff members collectively judge themselves capable of promoting academic success imbue their schools with a positive atmosphere for development that promotes academic attainments regardless of whether they serve predominantly advantaged or disadvantaged students."(Bandura (more info) ) Further readingWeb sitesSelf-Efficacy (more info)by Albert Bandura, Stanford University This is a comprehensive summary of the topic written by one of its pioneers. The site provides a definition of self-efficacy, characteristics of efficacious people, and a description of how self-efficacy can be developed or undermined. The author describes self-efficacy in social, family and school settings and in various stages of life. Self-Efficacy Beliefs in Academic Contexts (more info)by Frank Pajares, Emory University This site contains an extensive historical overview about self-efficacy and its place in education. Topics include the origins of the theory, current research and educational applications. One of the author's conclusions is that the educational system would benefit from additional focus on self-efficacy in students. Information on Self-Efficacy: A Community of Scholars Journal ArticlesImproving Self-Efficacy and Motivation: What to Do, What to Say by Howard Margolis and Patrick P McCabe citation and bibliographic information This article suggests practical solutions to improve the motivation of struggling learners. Specifically, the authors present strategies such as using peers as role models, teaching specific learning strategies, presenting the students with options and choices, communicating recent success, and more. These tactics can strengthen struggling learners' beliefs in their academic abilities and increase their willingness to engage in academic tasks. |